International Education Day Webinar ‘Lifelong learning in the age of AI’

Summary

Highlights

• AI can revolutionize lifelong learning by providing personalized educational experiences. 🌟
• Equity and inclusivity in AI-driven education are crucial to prevent widening societal gaps. 🔑
• Training adult educators in AI tools is essential to empower them and their learners. 📖
• Collaboration across sectors is important to build ethical standards and share knowledge on AI in education. 🤝
• AI's integration in education should respect human dignity and inclusivity principles. 🌍

Key Takeaways

• AI's role in transforming lifelong learning and educational accessibility is immense and promising. 🌐
• Ethical, equitable, and inclusive approaches to AI in education must be prioritized to avoid widening digital and knowledge gaps. 🤝
• Adult educators play a crucial role in integrating AI into education, emphasizing the importance of training and support. 📚
• Continuous, interdisciplinary collaboration is needed to address the challenges and harness the potentials of AI in education. 🛠️
• AI offers both opportunities and challenges, and careful navigation is essential to ensure beneficial outcomes for all learners. 🌟

Overview

Chapters

• 00:00 - 03:00: Introduction The chapter titled 'Introduction' begins with a warm welcome to attendees of the webinar. The speaker acknowledges the great opportunities artificial intelligence offers in expanding access to learning and supporting innovation. However, they also highlight the ethical, social, and policy challenges that need to be addressed to ensure equity, inclusion, and human agency. UNESCO advocates for a human-centered approach to AI, which is the focus of the day's webinar.
• 03:00 - 11:00: Opening Remarks by Rahad Soo Shala The chapter titled 'Opening Remarks by Rahad Soo Shala' brings together policymakers, researchers, and practitioners to explore the intersection of AI with lifelong learning, workplace skills, citizenship, and inclusion. The session is opened by Rahad Soo Shala, the team leader of quality learning ecosystems at the UNESCO Institute for Lifelong Learning, who gives the opening remarks on behalf of the director.
• 11:00 - 16:00: Session Objectives and Speaker Introduction The chapter 'Session Objectives and Speaker Introduction' begins with greetings and a welcome to an engaging webinar. The introduction is made on behalf of Miss Isabel Kemp, the director of the UNESCO Institute for Lifelong Learning. It acknowledges the occasion of International Education Day, extending congratulations and greetings to all participants.
• 16:00 - 32:00: Presentation by Rebecca Inon (University of Oxford) Rebecca Inon from the University of Oxford presents a vision of a world where everyone has access to a personal AI-driven mentor. This mentor would adapt and anticipate individual needs, offering guidance and support regardless of one's age, background, or circumstances. She emphasizes that while AI technology can potentially create a more equitable future, it is crucial to use it responsibly and inclusively to truly unlock its benefits. The presentation raises important questions about the implementation and impact of AI in society.
• 32:00 - 48:00: Presentation by Martin Damas (MLE Founder) The chapter titled 'Presentation by Martin Damas (MLE Founder)' discusses the potential impact of artificial intelligence (AI) on lifelong learning. During the webinar, Martin Damas talks about how the AI revolution is affecting various aspects of life including governance, communication, and participation. He emphasizes that AI could either serve as a tool for emancipation or act as an instrument of alienation, highlighting the importance of the choices society makes in leveraging AI for the future.
• 48:00 - 58:00: Presentation by Regina Rhes (Technological Monterrey, Mexico) The chapter presents a speech by Regina Rhes at Technological Monterrey, Mexico, highlighting a three-fold approach to ensure AI serves the common good. The approach includes: 1) Sharing knowledge among governments, businesses, Civil Society organizations, and researchers; 2) Establishing ethical standards to safeguard human rights and dignity; and 3) Educating a new generation of Global Citizens to critically engage with AI and shape its responsible development.
• 58:00 - 72:00: Presentation by Anapa Aapan (UNESCO Institute for Lifelong Learning) The chapter discusses the potential of advanced knowledge and AI to influence inequalities, highlighting that large language models currently exclude 99% of the world's languages. It points out that major chatbot applications are trained on only around 100 of the world's 7,000 languages. The chapter emphasizes the necessity of democratizing access to knowledge, fostering innovation, and strengthening ethical standards to ensure AI reflects diverse world views and benefits all.
• 72:00 - 86:00: Panel Discussion and Q&A In 2021, UNESCO adopted a recommendation focused on the ethics of artificial intelligence, which is now implemented in over 60 countries. This recommendation addresses key issues including algorithmic transparency, bias mitigation, and environmental sustainability. The chapter emphasizes the need to move beyond a technocentric mindset and apply ethical guidelines in AI, fostering critical thinking.
• 86:00 - 90:00: Closing Remarks by Isabel Kemp In 'Closing Remarks' by Isabel Kemp, the focus is on the importance of proactive leadership during the AI transition. Emphasis is placed on developing citizens who possess both technical skills and the ability to critically evaluate AI's social and ethical implications to ensure it is integrated into society responsibly. Educators play a crucial role and must be adequately trained to guide learners. It's mentioned that UNESCO has launched initiatives to support this process.

International Education Day Webinar ‘Lifelong learning in the age of AI’ Transcription

• 00:00 - 00:30 yeah thank you rahad so I think uh we'll begin uh with the webinar uh once again a warm welcome to everybody as you know artificial intelligence offers great opportunities for us to expand access to learning and support Innovation but of course at the same time it's also raising questions about ethical uh social and policy challenges that must be addressed and therefore in order to ensure Equity inclusion and human agency UNESCO has advocates for a human- centered approach to AI today's webinar
• 00:30 - 01:00 brings together policy makers researchers and practitioners to explore how AI intersects with lifelong learning workplace skills citizenship and inclusion and so to open this session and to open this webinar I'm very honored to invite uh my uh team leader the of quality learning ecosystems Miss rahad Soo Shala on behalf of the director of the UNESCO Institute for lifelong learning to give the opening remarks rahad over to you please thank you so much and uh good morning good
• 01:00 - 01:30 afternoon good evening to all of you uh it's my pleasure to uh uh to welcome you all to this an interest interesting webinar on behalf of the director of the UNESCO Institute for life and learning Miss Isabel Kemp uh first of all uh like my colleague has already opened the uh webinar with the congratulatory uh words on the international uh education day it's my pleasure also to wish all of us a very happy International day today let
• 01:30 - 02:00 us imagine a world where every any everyone regardless of age um background or so circumstance has access to a personal Mentor a guide that learns evolves and anticipates their needs this Vision powered by AI is Within Reach yet the question is not just what AI can do for us but how we harness it responsibly and inclusively will AI unlock doors to a better more Equitable future or will
• 02:00 - 02:30 it reinforce barriers for those already at the margins that is what we are here today to discuss during our webinar on lifelong learning in the age of artificial intelligence as we speak the AI Revolution is transforming the way we govern communicate leave participate and learn it has the potential to become either a powerful tool for emancipation or an instrument of alienation depending on the Cho choices we make today to meet
• 02:30 - 03:00 this Challenge and ensure that AI serves the common good we need a three-fold approach sharing knowledge between governments businesses Civil Society organizations and researchers establishing ethical standards that Safeguard human rights and dignity educating a new generation of Global Citizens who can critically engage with AI and shape its development more responsibly while AI Innovations can
• 03:00 - 03:30 advance knowledge they can also reinforce reinforce inequalities for instance large language models currently exclude 99% of the world's languages as major chatbox chatbox applications are trained on only around 100 of the world's 7,000 languages to ensure that AI reflects diverse World Views and benefits us benefits all we must democratize access to knowledge Foster innovation and strengthen ethical
• 03:30 - 04:00 decision making that is why in 2021 UNESCO adopted a recommendation on the ethics of artificial intelligence currently implemented in over 60 countries and addressing issues such as algorithmic transparency bias mitigation and environmental sustainability with the vast array of AI tools and Technologies available we must move Beyond a technocrat technocentric mindset and apply ethical guidelines to cultivate critical thinkers and
• 04:00 - 04:30 proactive leaders navigating AI transition requires developing a new generation of citizens who not only acquire technical skills but also understand and critically assess the social and ethical implications of AI ensuring its responsible and meaningful integration into society educators are crucial in this approach and the process and must ensure that they're trained adequately to guide Learners just last year there UNESCO launched two AI
• 04:30 - 05:00 competency Frameworks in 2024 one for teachers and one for uh students to support AI integration and critical use in education this works comp this work is complemented by our current initiatives on AI and life on learning we at the UNESCO Institute for life on learning together with the Shanghai open University are currently not only generating research on how AI can support older people learning we are also about to Launch a new training
• 05:00 - 05:30 program at aiming aimed at strengthening Ai and digital competences for adult Educators that will be rolled out across nine countries for us at the UNESCO Institute for lifelong learning lifelong learning is not just a necessity but a fundamental human right U has been actively working to develop digital competences for diverse Learners including refugees migrants and older adults for example our research collaboration with Shanghai open University focuses on breaching the
• 05:30 - 06:00 digital divide for all the adults ensuring that they are not left behind in the digital transition our work also extends to Educators themselves through a project aimed at strengthening their competences across nine countries this initiative is a part of collaborative mission to develop a robust digital competency framework that upholds dignity Equity inclusion and ethics with a particular focus on artificial intelligence and emerging Technologies these efforts reflect our commitment to
• 06:00 - 06:30 making Aid driven learning ethical inclusive and empowering I look forward to today's discussion as we explore how AI is transforming education and lifelong learning where we can collaborate to unlock its potential full potential uh for life on learning for all thank you for thank you all of you for joining us and uh I give you the floor back to Anapa by wishing a s successful but also enriching discussion during the webinar
• 06:30 - 07:00 today thank you thank you so much rahad for those insightful remarks uh as highlighted AI presents both opportunities and challenges and I'm really looking forward to exploring both angles today in today's webinar um I I I would also like to say that our director has joined the meeting and she would be giving the conclusion remarks for the webinar today so with that uh we will now move to our main session and again Rahat I would like to bring you on board as the moderator for this session and uh we have have the next uh time of the
• 07:00 - 07:30 webinar to continue the discussions uh based on the points that you have raised in the opening remarks so over to you Rahat and uh good luck to everybody and have a great discussion today thank you so much Anapa and thank you so much for all the speakers who are joining today uh with us uh to address three main questions of this session uh I would like to repeat the uh objectives of this session so that we Tak a note about the key uh issues that will be addressed by the four speakers today uh our objective
• 07:30 - 08:00 of uh of the session uh is to discuss current trends in policy research and Innovative practices in emerging Technologies such as Ai and its relation to lifelong learning and the concept of agency in particular and highlight the role of adult learning and education in fostering digital competences with a focus on adult Educators and Bridging the gray digital divide one of our speaker will address to this's question and lastly to engage Educators and partic participants in interactive
• 08:00 - 08:30 discussions and activity to foster a deeper understanding of AI and emerging Technologies in adult education settings and with that I would like to welcome four speakers of this session starting with uh Miss Rebecca Inon uh Mr Martin uh Martin I again forgot how to pronounce your surname UMAS Dugas sorry Dugas and Miss Regina rhes uh and miss Anapa aapan thank you so much this for
• 08:30 - 09:00 the speakers to for joining and uh we have four major themes to address as well during the speak uh during the session the first uh it's my pleasure to uh invite Miss Rebecca ion uh to address to uh the question of reconfiguring lifelong learning in the AI era uh Rebecca is a um let me introduce Rebecca to the uh to the participants uh uh Rebecca is a professor of Education uh
• 09:00 - 09:30 the internet and Society at the University of Oxford uh at the University she is jointly appointed by the Oxford internet Institute and Department of Education her research focuses on the intersections between new technologies learning and education Across the Life Course and questions of equity and social uh justice Rebecca uh welcome and we requested Rebecca to address two questions in particular so
• 09:30 - 10:00 uh the questions were how can policy makers move Beyond instrumental and technologically deterministic approach to AI in life and learning to develop more holistic human- centered Frameworks that consider Society ethical implications the second question will be address will be uh we asked Rebecca to address to some extent is the what are the key lessons for future research and policies to ensure that AI is integrated into lifelong learning in that support
• 10:00 - 10:30 human agency as well as developing from more so ethical perspective and Rebecca the floor is yours uh you have eight minutes to for your presentation uh followed by the next speaker at the end we'll be taking up the questions to Rebecca's question uh presentation Rebecca over to you please so much and um it's uh an honor to be here and uh thank you for that very kind introduction so um I've been asked to address some quite big
• 10:30 - 11:00 questions um but what I want to focus on is a kind of um really hopefully a short talk that will set the agenda around thinking about the different dynamics of play when we think about Ai and lifelong learning and how we might then as a community um shape those Dynamics to create a kind of AI and lifelong learning um ecosystem that we would like um to see so um essentially what I'm going to do is I want to First just talk about a few projects that I've done that begin to
• 11:00 - 11:30 highlight the different relations between the varied actors that are engaged in Ai and lifelong learning and I want to talk about the kinds of agendas that they approach to help us think about the kinds of lifelong learning in AI we would like to see in current times so as we know there's a very complex ecosystem of actors at work in the AI and lifelong learning space and these include edtech businesses multi-tech uh companies National governments interg government or organizations invested in edtech and
• 11:30 - 12:00 Academia and all of these and other actors are working both within and across countries to influence the use of AI in lifelong learning um and this influence is of course part economic in the sense that certain actors are generating profit from the use of AI in lifelong learning um but also in part really important culturally because all actors want to shape the AI and lifelong learning sphere in ways that they think are important and are valuable to them and and it's these more cultural
• 12:00 - 12:30 practices how different actors are shaping what the purpose of lifelong learning is in an AI era um how it should be funded how it should be conducted and how it's regulated um as part of these debates about Ai and lifelong learning that I'd really like to highlight in this talk and I should say that most of the data that I'm talking about is primarily UK based but with a kind of global uh focused where where possible so I'm going to talk about three kind of broad questions first of all how do different
• 12:30 - 13:00 groups Define what AI is to them whose definition or framing of AI is most powerful in these debates around lifelong learning and what kinds of educational values are being promoted by these most powerful groups so I'm just going to talk briefly about two studies the papers are open access so so please do feel to to take a look at them um but the first example is based on interviews with representatives from Academia the edtech industry and governments to examine how they
• 13:00 - 13:30 conceptualize Ai and lifelong learning and the second is based on a thematic literature review that examines the ways that different academic communities conceptualize Ai and lifelong learning and from these studies what we found is that in Academia particularly from the aied community they really see AI as a kind of methodology and so for them AI is a way to understand and facilitate learning um and to support learning across all context and stages
• 13:30 - 14:00 of Life often from a psychological perspective and this was supported by our second study where AI is most typically seen as a way to increase the efficiency of learning um or where AI could support a kind of quite cognitive um constructivist approach to learning by um engaging with some kind of learning companion to facilitate that individual learning process and there were very few kind of wider sociological studies that really think about how AI
• 14:00 - 14:30 is reconfiguring social life um which has huge implications I think for how we think about not only the process of learning but also how knowledge is constructed so in contrast though what we see is a tech companies largely see VI AI as a kind of Legend if you like in fact they're kind of leveraging the kind of hype and excitement around AI to encourage interest in their products um but interestingly they tend not to build very um highly risky and Innovative AI
• 14:30 - 15:00 systems they're trying to build very reliable systems that are focused on very specific learning contexts and tasks that are valued by the largest market possible where products are very well received and seen as reliable by most people so there's a kind of tension there between the excitement around Ai and the realities for companies producing these um um Technologies and for policy makers for us at the time we were doing this research AI was quite a rhetor uses a
• 15:00 - 15:30 kind of rhetorical tool in some senses um really um with a bit of an absence really on discussions on specifically discussions of AI and lifelong learning although there are of course a lot of discussions about AI responsibility and ethics now this of course is hugely changing but what we've seen is perhaps um a a a change in the network where a lot of the commercial actors are kind of dominating over some of the policy actors in this space so I think the key point I'm trying to make is that these different ways of thinking about AI um
• 15:30 - 16:00 by these different three groups um have implications for the design and provision of AI and lifelong learning both in policy and practice so in another study we thought about well how are different stakeholders engage in AI lifelong learning kind of positioning themselves uh in the online sphere um who are they associated with and what are their values and interests um and to do this we built a knowledge graph which is essentially a network graph with more information
• 16:00 - 16:30 about stakeholders and the specific different entities and also the different relations between them and the methodology is in the paper so I won't go into it here but um I just wanted to highlight two things here so the first all you have to look at in this very complicated diagram are the colors um so yellow is an ed tech company green is a product gray is a tech company red is a person typically from the commercial sector and blue is a concept um and in contrast purple is a charity orange is
• 16:30 - 17:00 government and pink is an academic institution and so what we see just from the colors in this graph is quite how dominant the commercial sector in Broad terms is leading the conversation online online about Ai and lifelong learning um and from this approach we don't just want to see whose actors um are kind of connected with each other but also what they're talking about um and what we've seen um when we we Deep dive into this network we see that a lot of these actors and individuals are very much
• 17:00 - 17:30 based within a quite psychological view of thinking about learning and efficiency of learning processes and there was very limited discussion of wider purposes of lifelong learning and education debates about privacy surveillance and other potential risks of AI and so just to sort of emphasize this point you can perhaps see that given these blue Circles of kind of Concepts that groups are coalescing around there is one conversation that many of them are kind of assigning value to and that um concept is personalization so personalization of
• 17:30 - 18:00 learning is the main story being told about why we should use AI in education in lifelong learning and many of these actors were orientating their practices around this concept and personalization while in some settings can be incredibly valuable in others it can be problematic because it can um promote quite an individualistic approach to education where lifelong learning is seen as something to be acquired by an individual uh for individual benefit um and and you know we might want to broaden out what we're conceptualizing
• 18:00 - 18:30 AI being able to do for Learning and for education so taken together then there are sort of three key themes from this work that we've been doing first that the commercial sector broadly defined is tending to dominate quite a lot of the discussions around Ai and lifelong learning second that then a lot of the motivations for developing Ai and supporting Ai and lifelong learning is tending to be very much um focused on kind of employability agendas um uh rather than perhaps other ways we might
• 18:30 - 19:00 be thinking about the purposes of lifelong learning and third is that this kind of in this network of building the kind of Futures around Ai and lifelong learning it would be great to see a stronger kind of prevalence of different kinds of Education members of the community within that Network um and so although there are never really direct impacts I think it's reasonable to argue that those whose vision of AI is most dominant in the online sphere and in these conversations will shape the design of Technology um
• 19:00 - 19:30 and what kinds of Technologies are being developed and and supported for lifelong learning and so I think this means that there is a risk that AI becomes focused on kind of individual learning activities perhaps those very much focused on economic agendas um and things that have quite broad Market appeal rather than thinking something uh more broadly about um the different ways that lifelong learning are important to society now of course all of this is still in flux um I think it's really interesting some aspects of edtech markets are not as robust as perhaps
• 19:30 - 20:00 they were a few years ago there's a lot of concerns around Ai and a lot of really excellent work um around kind of questions of responsible Ai and ethics in AI um so I think what we want to be able to do is find ways to bring in more of a focus on educational purpose on questions of human agency and on questions of what inclusive and sustainable AI for lifelong learning might look like um because I think focusing on these discussions and trying to um shape the n work within those terms really encourages us to think
• 20:00 - 20:30 about what we want as a society from Ai and lifelong learning rather than thinking about AI is something that is already given um and kind of fixed and I'll leave it there thank you uh thank you so much uh Rebecca for uh addressing a lot of uh uh questions in your uh presentation particularly focusing on how different ways of looking at AI um uh relationship between Ai and life and learning can help us uh
• 20:30 - 21:00 further question some of the developments that are happening in the world in relation to to AI in application of AI in education particularly and how uh the commercial sector's dominance sometimes impacts uh the dominance of discourse of personalization of learning uh and uh how does it also impact on the general uh definition of life and learning adult education as well because we know that there is also a tendency to to uh Define
• 21:00 - 21:30 lifelong learning as from the instrumentalist perspective as well and narrowing down yet we know also life and learning is much broader uh broader concept that encompasses not only learning for employment for labor market or efficiency uh whether it's at individual worker level or at the society level but it's also about social aspect of learning in particular um thank you so much I I'm sure that there will be a lot of questions uh from the
• 21:30 - 22:00 uh from the audience in the chat if you could address some of them in writing that would be great now without further Ado I would like to invite our second speaker uh um U Mr Martin Damas uh Martin is our long-term uh partner in the discussion on open uh education uh um uh tools and platforms and Martin will be addressing the question on the workplace learning in the age of AI particular emphasis on challenges and opportunities before uh giving the floor
• 22:00 - 22:30 to Martin I would like to introduce him uh Martin Adamas he is a mle Founder uh and head of research at the mle in uh Australia based I hope I'm right Australia based U uh Open Access uh learning management system uh and he's a EIC Pioneer creator of this model the world's most widely used open source Lear learning platform with over half a billion current users
• 22:30 - 23:00 globally supporting schools higher education workplaces but also governments uh in public sector learning as well with two decades of leadership uh he has helped Define online education emphasizing openness accessibility and Innovation to bridge educational gaps worldwide Beyond M Martin a Champions openet Tech Association aiming to encourage better user and consistency in open education technology recognized with honorary degrees from three
• 23:00 - 23:30 universities he recently returned to full-time research to explore the use of emerging Technologies such as Ai and AR um in ways that best support every person on their life on Learning Journey over to you Martin and we'll be happy to hear uh some of the developments that you have been engaged uh in the work of mudle as well uh thanks rockart and for that lovely introduction and uh hello everybody um this is a very short time
• 23:30 - 24:00 to talk about a field which has so much in it and a lot to talk about so I've selected a few things and hopefully this is interesting uh I was trying to run the Moodle organization until a year ago and this past year I've had the ability to really step back in the head of research role and just look at the world and do a lot of reading a lot of study and a lot of uh prototyping and experimenting and I'm loving it so I'm
• 24:00 - 24:30 having a a really good reflective uh learning period myself at the moment some lots of deep learning so I'll share with you a few thoughts so there's a lot of agendas in the world and I Rebecca actually touched on some of this too um this is one way of looking at it there is the computer science of AI which is extremely exciting uh all of the Sci-Fi we've ever seen is seems to be in reach um including traveling um across the
• 24:30 - 25:00 across space um we can solve a lot of the problems and the Mysteries we've had for for hundreds and thousands of years um so that's very exciting and it's very understandable why researchers are very heavily uh working on AI and it's progressing extremely fast then we have ai companies and some of those researchers work at those companies but not all of them and they tend especially the US ones to insert themselves into the work now I'm going
• 25:00 - 25:30 to be focusing on the work workplace in this uh this few minutes um and generally they're there to make profit they're there to gather quite large wealth and power they have the opportunity to have immense amounts of power so you know that's a lot of the negative things that are happening with around AI tend to be related to that organizations and governments tend to be looking at the bottom line they are looking at AI on how to uh do more with less sometimes that means less people
• 25:30 - 26:00 and over time that will mean less employment um and so then that leaves the rest of us the individuals just trying to survive and keep up in this situation that's going on so my agenda is to not focus on how we use today's AI today as much although I'm obviously playing with it like you all are um but I'm trying to think about where we're going to be in 5 or 10 years um and one of the biggest things I think is so important is we need to fight for
• 26:00 - 26:30 full openness in all the major tools in AI this empowers more people hopefully everyone um this allows transparency and privacy as well in our data and our and our activities and it promotes the development of AI in our interests rather than in a few few people's interests um the other thing I'm very committed to at the moment is to help people think about a radical upturn in
• 26:30 - 27:00 how our whole economy works we have this phrase that's underneath all the economy which is basically you need to work to get paid to live and that simply won't necessarily be true in future and so thinking about how we support billions of people when there aren't billions of jobs is really the problem um that I think all governments should be talking about all people should be talking about should be pushing each other so that
• 27:00 - 27:30 affects we're talking about work of course because um well let's look in the near term in the near term in the workplace AI power will continue increasing dramatically and you just even this week there was an open source model from Deep seek that is as powerful as the most powerful model from open Ai and it runs on a phone uh and that's the level of of improvement we're seeing in um in open source and in AI technology in
• 27:30 - 28:00 general uh there will there will continue to be many unnecessary wrapper startups uh so there's the big companies doing Ai and then there's thousands of startups and people trying to make businesses around those um that is very distracting because it looks like there's thousands and thousands of products out there but there's really only only a few a lot of them are very similar um we're going to see more AI built into existing tools so for example using Photoshop and there's like an AI
• 28:00 - 28:30 feature to generate an image and so on and you've all probably seen those but all the tools we're using in work are getting Ai and that includes mood as well um and hopefully you are and I am and a lot of us are seeing benefit of automating small tasks so summarizing a meeting or uh writing an email or producing a report from a bunch of data um smaller tasks like that customer support um developing code AI is proving
• 28:30 - 29:00 very useful and it's definitely working now and it's getting better all the time but this year we we're going to see a big development with agents and that's a more um that's an approach where AI works on a larger problem over time you give it a more difficult problem and it breaks it down and it works on it um in the background and it might come back to you in 10 minutes or half an hour or a day and it's done a lot of work and those larger tasks are something we to see really hitting us this year as that
• 29:00 - 29:30 becomes more mainstream in the longer term everything you can do on a computer and most of us are working on computers I think um will be automated or can be automated that's just a fact it's that will happen um everything you can do with your body can be automated with robots the the uh advances in robot research is truly astounding uh the the hardware is there the software is there it's getting them all to work together and that seems to
• 29:30 - 30:00 be very very close um so you'll be able to spend the equivalent of a very small car and have a robot that works 24 hours a day and does more than a person could do this takes us to where what what do we do in this environment it's very scary right um so here maso's hierarchy of needs these bottom two layers potentially in the most optimistic mytic scenario if we all work this
• 30:00 - 30:30 out could be solved our basic needs could be taken care of uh and and that's because we have ai researchers that are working on all the big problems to solve things like food and water and all the sdgs um and uh that's you know would be marvelous and I think we should all be aiming for that actually why why wouldn't we um and then the the top that actually frees us up because a lot of people now you know what has been the situation
• 30:30 - 31:00 for the last uh 50 hundred years you work all day long you're tired you come home and then you're with the family and then you sleep and you don't really have a lot of time for these top three things uh we squeeze it in around work or some of us Define ourselves by work and that may not need to be the case anymore and it turns out that we know this is exactly possible and in fact Asar because that's what rich people do rich
• 31:00 - 31:30 people do not take they don't worry about their basic needs they have all the time in the world to focus on what's happening at the top so it seems like something we would all we we could all be doing but let's talk about the future of work um so I think there still will be work even if you're not being paid for it necessarily um there will always be organizations it's in our DNA to be in groups and organize and and spend time and come together like we are now to to
• 31:30 - 32:00 discuss and share and learn from each other um it's just that organizations will become a lot more fluid and flexible and people will come and go and you'll join a project for a while and then you'll join something else and um you might get more involved in communitybased things that are in your area where you're actually with real people um when you are working in these jobs you'll be doing a lot of management because a lot of the lowlevel stuff is going to be done by
• 32:00 - 32:30 AI we're going to need AI to actually sort through the very heavy misinformation that's coming at us um about new people so it's there are already lots of cases documented about people who have complete histories online LinkedIn Pages videos you can they've had phone calls and all sorts of things and the person never existed you can actually with deep fakes and so on completely invent a personal history for somebody um so just to deal with that we're going to need AI to even
• 32:30 - 33:00 understand who people are unless we already know them and we're we're side by side with them for a long time um when you come into an organization you're going to need excellent onboarding and support and to do that it means that the only thing that's going to be really constant in an organization is going to be a an AI that is learning from the activities of all the people all the time and that that becomes the organization memory and that is what you come in and start learning
• 33:00 - 33:30 from to to boot up and get in get quickly into whatever project it is so here you are here's someone on their first day at work uh the AI goes let me fill you in let me let me help you understand what your job is and the sort of things you know what's been happening up till now and what's going on and who's who and and all that stuff so that's actually one of my projects that we're doing we're prototyping is a Moodle bot we're actually building this system for the mood organization and
• 33:30 - 34:00 we'll be testing that internally and we're building the whole thing is open source so if it works and if it starts becoming really useful and I have the criteria of 80% of the of all the staff need to say yes we love having this AI in our groups in our teams uh then we'll we'll share it widely and but I think a lot of people are going to be working on very similar tools the the key thing here is openness and
• 34:00 - 34:30 uh I have a few recommendations some takeaways I'd love for you to listen to um first of all keep up your own learning it's a very tumultuous time we all need to be learning as much as we can about everything basically but uh um particular your areas and about this new technology openly publish as much good data as you can to to help counter misinformation in future
• 34:30 - 35:00 AIS uh we are reliant upon the data so we have to put the as much good data out there as we can that's what's going to make future AI work better for us um and AI just trained on Twitter for example a bit could be a bit sketchy um and AI trained on uh uh people who really thought about things and academic journals and so on that that's um better information make sure you site your sources especially if you're using AI people deserve to know they that
• 35:00 - 35:30 transparency um design everything as simply as possible because almost everything we design is becoming components in a larger system and everything uh starts working together the whole internet is becoming one big machine basically um and the AI is the only thing that can process it all together I would recommend we make sustainability a key goal for every project every new thing that's happening think about the sustainability and I've
• 35:30 - 36:00 just seen too many well-intentioned projects uh from around the EU for example some I've been involved with where everyone thinks about the funding the novelty but they don't think about funding the 10 or 20 years of maintenance required to make that thing be useful to humanity and that sustainability we've got to build that into everything that's a sustainable goal itself um support other people being open and and finally you know make Ai and educ ucation good for people this
• 36:00 - 36:30 is the key goal um and something I wrote on the answer in the in the quick Q&A here was um uh a lot of choices around Ai and education are about not using AI because if you're trying to build this muscle here in someone's head uh it needs to work just like you wouldn't send your friend to go to the gym for you you need to do it so that's a really key thing to remember um and have some contact details here if you ever want to reach out um and I have a lot more time
• 36:30 - 37:00 because I'm spending it all researching and doing AI these days and I'm really enjoying it thank you for the opportunity thank you so much Martin for this very inspiring uh presentation and giving us a little bit more uh tips I guess how to deal with the current noise around AI lifelong learning workplace learning but also learning for ourselves uh throughout life and I would like to particularly uh probably uh focus on the
• 37:00 - 37:30 some of the issues that you have raised already about the futures of work um how the organizations but uh are becoming uh more fluid and flexible and the the AI development may even uh further this uh um uh flexibility and fluid fluidity but also I think uh one important aspect that you add you also raised is about how to contribute rute ourselves as
• 37:30 - 38:00 active proactive citizens and individuals to the um misinformation that's happening around uh so that we have a better good quality cited reliable data that actually AI uh algorithms are often time based on uh in particular and then you also rais some of the uh positive I guess uh uh interpretation of how uh the development in AI can take over more basic level of
• 38:00 - 38:30 basic tasks uh so that the human potential can actually flourish by uh concentrating more on more creative uh components uh of our work and daily life as well and I think um with that I would like to go to the next speaker and then uh find out more about uh the situation with particularly a vulnerable group of for adults who are adult Learners uh and
• 38:30 - 39:00 I would like to invite Miss Virginia rhes uh who is the research Professor on lifelong learning at The Institute for future education at at the technological monter in Mexico as well and to speak to the issue of older uh uh adults learning in uh gray digital divide in particular and based on the recent case studies that she has has been involved with us at U as well uh maybe I will give uh
• 39:00 - 39:30 give you uh the floor to you virgin and uh you have already questions as well I don't want to repeat to uh present some of your thoughts around that thank you over to you viser
• 39:30 - 40:00 uh Regina you have to unmute okay uh thank you very much for the invitation I'm very happy to to be here uh and to provide a an overview of what uh we are currently doing regarding the uh the the how to to to uh brid the digital especially for older adults uh as a
• 40:00 - 40:30 foundation of uh what we can uh um how to inspire uh developers and thinkers regarding uh uh how to uh create uh um uh artificial intelligence initiatives and and tools uh considering these kind of uh of of people this kind of group uh that is vulnerable and uh needs to be uh um considered and not left behind so um
• 40:30 - 41:00 uh we are currently um uh we are currently conducting a um a thematic research project uh with the The Institute of flower line of learning of and of Nesco and the shangai open University um and uh um the case uh study is a uh composed by six case studies from CH
• 41:00 - 41:30 Chile China Poland Colombia United States and South Africa and uh we it's a qualitative uh case uh case study and uh it is composed by the um uh methodology for documentary analysis semi structor interviews with the maners teachers Learners uh and Dimensions like the national local and
• 41:30 - 42:00 institutional complex context and implementation and the impact and and challenges and lesson learned um first of all uh let me introduce some of the findings uh in our study regarding the challenges that uh uh the the older LS are facing uh in accessing and and engaging with digital learning uh that is uh uh perhaps is more connected with the uh uh top of the
• 42:00 - 42:30 of the pyramid that Martin introduced that is physical and cognitive barriers uh the pH phys physiological and emotional barriers like hm social isolation and lack of support a family dependence uh but also with the socioeconomic barriers at the top of the pyramid U limited Financial Resources the the Hender parity and the infrastructure and policy related
• 42:30 - 43:00 barrier that are um they they they they suffer that mostly connectivity and the lack of policies uh to attend uh to to to to pay that pay attention to the this kind of Bal group so um we decided to share with you um a case from from Chile that is the case of connecta mure foundation in Chile this is a lot of information but I want to to uh to
• 43:00 - 43:30 provide uh you a number viiew of this case uh is a Pion initiative that it started with the covid-19 pandemic uh and the key objectives was to dig provide digital access social inclusion and cultural change in in in regarding Nation um it's has a chological approach and collaboration with local governments and it's a um one of the most important uh uh drivers for this action was the
• 43:30 - 44:00 demographic of in Chile and I think in most of the of of the world that is that the the Asian population uh and uh the increase of the population as for 60 and and and more and uh some of the structural challenges like uh uh High literacy the low pensions and limited uh access to technology decentralization and the digital divide
• 44:00 - 44:30 that this uh this kind of people even not use internet so we are uh we need to understand that uh there is a growing number of uh of people in in the world that don't use internet and they are going to be uh left uh behind for the the the the the current trends in regarding AI and most mostly regarding technology itself um so uh this uh this
• 44:30 - 45:00 persistent uh barriers in performing complex digital task and uh and in insufficient in uh public policies and uh can uh um uh left these people uh out of the digitization of Life uh so um the implement ation of this uh of this case uh the implementation of this initiative
• 45:00 - 45:30 is based on gerontological principles like adaptation uh to the cognitive motor and S sensory capacity of older adults reinforcing confidence for avoiding feelings of frustration and practical and personalized approach that is small groups uh the rum among mediators and and and participants and uh learning based on repetition and solving real task um empowerment and autonomy is the
• 45:30 - 46:00 is the most important things uh that uh uh the they need to guide the participant to complete the tax and to encourage the practice between session uh the implementation of of this activity has uh uh three stages like the first was Distributing uh adapted device but uh one left learner was that providing technology doesn't guarantee
• 46:00 - 46:30 the effective use uh a second stage was of uh focused on digital training program based on educational theology uh with that interdisciplinary design and uh focused on trainer trainers mostly the uh Municipal public servant that uh uh can replicate the the the the the program uh in a decentralized model uh very very uh connected with the
• 46:30 - 47:00 territory the impacts are really amazing uh uh the the the program improveed the the digital skills uh the the confidence and autonomy uh regarding uh using devices uh reducing isolation because they felt uh more uh companionship the during the program uh that conduct to a community effect
• 47:00 - 47:30 because participants uh later act as a STX of for other groups and uh it's all only uh that have some limitations that uh are the lacks of resources in rural areas that is uh the uh the territory is very important here um the the the high demands that uh sees the the the diffic the the the way to to to to to uh
• 47:30 - 48:00 consider all the the the the people that is uh in need with this uh with this uh um with this initiative and the lack of large scale evaluation of the education and impact what are the key insights from the CH case uh I think uh the most important is that a right based approach and holistic approach that uh consider digital in inclusion as a h right uh
• 48:00 - 48:30 also uh it's needed to address uh social and material barriers uh the foundation of of the of the of the um uh of the pyamid is not uh uh um uh guaranteed for everybody H and that's I think the the agenda that Martin introduced is is very very important because uh we have to think that uh the the most of the people in
• 48:30 - 49:00 the world that uh don't have access for of uh uh the the the food and and and a kind of living that is um of quality um it's not only access to technology um also the the importance of a strategic uh partnership that like territorial collaborations and
• 49:00 - 49:30 Partnerships with diverse sectors and uh and and and the communication HS that can be established in each territory and also the private uh sector involvement um um I think also the important is that this localized uh uh implementation and the culturally relevance uh and uh how
• 49:30 - 50:00 we can have a transformative impact uh not only to bre digital divide but also to comat the social isolation and uh the the way that U the society uh um see the the people uh the older people and and and and the ases that is still present in our societies and it's important also to to to think about scalability and
• 50:00 - 50:30 sustainability challenges uh regarding this uh for resources and also with Pol regarding policy gaps uh as I mentioned uh earlier uh this is part of a a um um a bigger um uh case study that include a um um different orations and I want to share with you some of the this is a and Advan of of uh uh of the of the findings of of
• 50:30 - 51:00 our case study that um we can share some of these uh of these insights like in Africa uh the the focus was in in in in in brid Hender and economy despite is uh quite promoting intergeneration intergen sorry intergenerational cooperation um in Poland uh we can see that uh uh this is an initiative
• 51:00 - 51:30 that is uh um uh also focused on on on the territories and and and municipalities that is called cast centers that has a long-term progress and sustainability and also the intergenerational learning that strength of the society called uh question and and and and and um avoid the stereotypes um the the importance in the case of uh United States at the Senor
• 51:30 - 52:00 planet that the uh streams are a robust nonprofit sector to sustain the uh this uh this initiative and and and offer virtual and inperson training um the case of china that is the the the um shangai university of the elderly that um shows the the way that uh centralized policy framewor for for like for example the digital literacy action plan uh provides systemic
• 52:00 - 52:30 implementation of programs and uh and and um also the scalability of digital platforms that ensures that uh they reaching uh even the rural regions and the in Latin America the that that is the case in Colombia and and uh and and Chile as mentioned that uh it's most Focus mostly focused on overcoming the systemic
• 52:30 - 53:00 inequalities uh and um uh how to provide entrepreneural training and address the the the uh the difficulties of uh of uh of the people that that are old but still work and how to provide uh uh these skills so as to to to uh continue uh uh continue working in in in the in in in that def uh um context
• 53:00 - 53:30 nowadays uh the question that uh um that was a uh um um mentioned for the lifelong learning uh Institute is a was what how to address the the the the challenges with education and digital learning no so uh customized learning approach is very important differentation instuction practical and scenario based learning flexible
• 53:30 - 54:00 learning formats Blended learning and Community Based models that are very important um also um inclusive and supportive environments uh that as is uh low stress settings that non-c competitive environments and intergeneration and learning that it's very very inspiring for uh the both the Young youngers and the olders to to collaborate and to to understand each
• 54:00 - 54:30 other and technological and pedagogical Innovations like uh provide tools that are simple but uh can uh um help um uh the elders to uh um contact a practical stick like like using from using ATS and health uh uh uh Health uh digital Health devices to ask to uh uh uh be trained in in artificial intelligence mostly
• 54:30 - 55:00 regarding the tools that uh uh were um that are present in in our daily life and that's the those programs uh U go from uh uh uh among this uh basic Advanced uh uh skills that are needed and uh also the assist Technologies and uh it's all sorry maybe you can wrap it up in one
• 55:00 - 55:30 minute sorry the time is yeah yeah I sorry yeah uh so rational contextual adaptation and also policy advocacy and and stakeholder engage thank you very much oh that was very quick thank you so much uh uh I think uh through your uh presentation uh on the particular particularly vulnerable group of adult adults older adults you helped us also
• 55:30 - 56:00 see some of the uh current challenges when it comes to adult learning not just uh more advanced techn technology such as AI uh and the tools which are uh being developed in the in the in the current situation but also looking at particularly about uh a angle of needs and the I guess the Styles or the age differences or demands and needs of the
• 56:00 - 56:30 population such as adult Learners I I I think uh your emphasis throughout this uh today for example in the session starting from Rebecca to Martin yourself particularly highlighted the issue of the holistic right based approach whatever uh kind of Technologies are being introduced when it comes to educational process uh making sure that we have U always leers uh and their needs and their capabilities in mind uh
• 56:30 - 57:00 to ensure that we develop the technologies that are really uh addressing some of the human needs uh not just the need of the uh let's say economy uh or private sector and others yeah uh I guess a couple of issues that you raised particularly when dealing with adult Learners uh looking at the at the issues such as interdisciplinarity of of the approach and also having empowerment of such Learners uh at the
• 57:00 - 57:30 center of the development of educational uh tools and Technologies and I guess uh uh with that I would like to invite our uh last speaker my own colleague Anapa aapan uh Anapa works at the UNESCO Institute for lifelong learning and she has been really an important person in the development of our activities at The Institute uh she manages uh uil's
• 57:30 - 58:00 Learning Hub which is modelbased platform for capacity development and learning uh um in she coordinates the development of our digital learning Solutions when it comes to for for policy makers practitioners as well as researchers specializing in applying instructional design educational theory and technology for life oning I think uh anpr will highlight particularly one of the projects she is currently leading uh on developing the digital empowerment
• 58:00 - 58:30 for life and learning teaching and undergo framework Delta for adult Educators and she will be uh particularly speaking about the uh module that we are we are developing and will be launching by the meid this year Ana over to you please thank you so much rahad uh and thank you for the introduction uh for this I think I'm excited because uh we had a very good introduction of the different themes and angles from all our previous speakers and now I'm going to go into a very
• 58:30 - 59:00 practitioner perspective I'm going to go into the perspective of adult Educators uh and for this particular presentation I'm going to be using mentimeter so that I could also get some responses and to learn from you your perspectives and ideas so to do that I think my colleagues are putting in the chat box uh the link but also you can uh simply scan the QR code I'll just give about a few seconds for some of you to join in on the mentee all right so to move uh into the
• 59:00 - 59:30 presentation I think my first question is to ask you have you as Educators or part of this community used AI in your teaching or experienced AI or have some you know uh experience of uh planning with AI okay I see that there's a vast majority of us who are and numbers are increasing who are using AI in some form
• 59:30 - 60:00 or the other or are engaging with AI in some form of the other Inc capacity building experiences and that now brings me to what I would like to talk to you about today which is I would like to present to you a work that we are doing when it comes to empowering adult Educators uh in terms of leveraging AI and other emerging Technologies for adult learning and education so I'm I'm actually going to give you a sneak peek on into our upcoming capacity building
• 60:00 - 60:30 course for adult Educators um as you can see on the screen there's a logo this is our partner shangai open University that is helping us generously with their finan financially and also helping us to develop this project so this uh particular course is part of a larger training framework which is uh as my colleague said the Delta framework so what is the Delta framework it is the digital empowerment lifelong learning and teaching and androgogy framework that U is currently developing since
• 60:30 - 61:00 2024 uh at as part of this framework and this whole training package we have five modules that are aligned to Educators instructional practice digital empowerment and transformative practice and one of the modules is focused on AI emerging Technologies and other Advanced Technologies such as assistive Technologies and Adaptive Technologies to uh improve and Empower inclusive learning for all learners but before I go in I think uh as I
• 61:00 - 61:30 mentioned before I started the presentation I want to wear the hat of the adult educator and really bring the focus on the educator rather than the technology so who are adult Educators they are a group of drivers professionals and it's it's a complex terminology because they represent many types of adult education ranging from literacy programs tet programs life skills facilitators and they teach in many types of settings which include formal settings non-formal education
• 61:30 - 62:00 programs and also informal settings and for example at home with your family members intergenerational learning and so on they also represent many types of Learners who have diverse personal characteristics and they also come from diverse cultural backgrounds which leads to their own belief systems and their own capabilities uh in the way they engage with technology and finally there are also many types of adult UC Educators and having been an educator myself I'm not I I would like to
• 62:00 - 62:30 highlight that there is a big diversity there are some paid professionals some who are trained professionals some who are on a contractual basis uh some who are volunteers so that as you can see this group of adult Educators is a very diverse and complex group and therefore the trainings should be C uh you know tailored to their needs and their aspirations keeping that in mind let me wear again heart of the educator and highlight that this course begins uh by
• 62:30 - 63:00 talking about what the adult Educator's environment looks like so it starts with a lot of reflective uh questions and one of the core questions is what does my environment look like what is in the best interest of my Learners and there are and as I I want to highlight that this kind of reflective thinking and critical thinking is a core principle that's part of every unit in this course and some of these questions I would like to bring to you as I also saw in the Q&A box several
• 63:00 - 63:30 of us were raising questions about barriers access and so on so one of the core questions that we ask while developing this course is what barriers to digital participation do you as adult Educators observe in your adult education environment how do different Learners access to and comfort with technology affect their learning experiences moving from barriers and access we also ask about how are emerging Technologies being introduced into your adult education context and I
• 63:30 - 64:00 want to also go back to Rebecca's presentation and ask this question as well which is who are driving these decisions what is what factors are driving these decisions in the environment finally there are questions uh in the as part of this module which is what ethical concerns arise when using Technologies with your diverse adult Learners what ethical principles are common in your environment and finally how do these translate in online
• 64:00 - 64:30 environments so given all of these questions uh I would like to now bring your focus to the core objectives of this module first it is to help adult Educators understand the basics the basics of AI basics of emerging Technologies and to understand the purposes of such Technologies for Education second it is also to help adult Educators critically evaluate the quality and the relevance of the technology and the output for specific
• 64:30 - 65:00 instructional purposes and lastly the hope is that through the module and through the activities in the module adult Educators can identify themselves as lifelong Learners and as facilitators of lifelong learning for their Learners with that I would like to now give you a course overview which is more about the overview of the content and also about how the course will be delivered firstly uh the course is hinged on the key principles of adult
• 65:00 - 65:30 learning second IT addresses issues such as technophobia digital well-being and I saw a lot of questions also on the Q&A Box about uh you know being overwhelmed with an amount of Technologies and tools that are out there then reflective practice gender perspective and biases third the course uh is designed to be multimodal so there is a mix of Audio Visual activities it is activity based uh and we are also trying to introduce a lot of scenario based
• 65:30 - 66:00 thinking and activities uh discussion forums and it is written or uh designed to be a userfriendly uh course uh we hope to launch the course in English first in May 2025 on uh U's training platform which is the U Learning Hub and it will be a self-learning course the course includes 10 units covering different topics uh such as AI emerging Technologies digital empowerment ethics and responsible AI
• 66:00 - 66:30 use uh we want to adopt a mobile first approach understanding that in many places mobile technology is the ubiquitous one and therefore we want to leverage the technology that's already familiar and available to users and it will be free and open source finally upon the completion of the course uh participants will receive a certificate of completion and also they will be receiving Badges of achievement per unit so this was about the course now I
• 66:30 - 67:00 would like to actually throw the ball to you and as Educators as the community that's working in this field uh I would like to ask you what skills do you think adult Educators need the most in an AI driven World I'll give a few moments so that you can add your responses into your screen
• 67:00 - 67:30 so as we wait for more and more responses to come in I can see very clearly that the the words that are receiving a lot of responses which is the high frequency words are critical thinking adaptability literacy empathy uh and I I see flexibility and so on and actually this is something that makes me
• 67:30 - 68:00 really happy because we are not talking about you know about just because there is a proliferation of Technologies it does not mean that we run behind and adapt as quick as possible but rather we are focusing on what are the transfer transferable skills what are the necessary skills that we need to thrive in this age so and I see a lot of uh problem solving creativity uh and empathy coming up again and again but the largest being critical thinking and moving to the next and and
• 68:00 - 68:30 and to capture all of these skills we have now covered the course uh the course actually covers three thematic areas which represent actually all the skills that you have highlighted as well the first area being digital foundations and empowerment uh where we focus on understanding AI digital Technologies and their role in adult education we there's a focus on promoting digital empowerment Beyond basic literacy so this includes critical thinking and
• 68:30 - 69:00 informed AI use there is also a unit specifically dedicated to inclusive learning where we focus on assistive Technologies as well the second theme that we have highlighted is immersive and datadriven learning so here there is a unit that talks about knowing when why and how to use Virtual Reality augmented reality and variables to enhance experiential learning learning again I want to highlight over here that it's not about uh really the technology it's about
• 69:00 - 69:30 really knowing even even having the ability to make a decision whether we need this technology or not so uh the there's also a unit that talks about how to apply learning analytics and learning experience platforms while also addressing issues of data privacy and protection uh and finally there's also unit that talks about applying digital competencies for self-directed learning so now talking about self directed learning I want to ask you what's one way that AI could support self-directed
• 69:30 - 70:00 learning for adults have you used AI for self-directed learning or for learning itself have you ever tried experimenting with these tools there's someone who is saying I use it every hour okay so trial and error as a
• 70:00 - 70:30 personal tutor resume prompt engineering for critical thinking using AI as a coach generating ideas really interesting responses so as you can see we can actually leverage these Technologies for also our own self-directed learning I see that someone has written about uh using it for ideas for generating learning road maps and so on I personally also uh learned it from a conference that I was a part of where there was a speaker who said that it's also good to ask AI to
• 70:30 - 71:00 ask you questions uh by wearing a hat and I was very surprised to see the kind of responses that I got so uh finally the third theme that our course is covering is responsible and transformative AI use and here uh the first uh there's a unit that talks about how to teach about ethical and responsible AI in education uh then there's a there is also a topic that is about understanding generative Ai and its application in adult learning and
• 71:00 - 71:30 here we also want to touch upon issues such as when you use AI for uh generating um you know responses or when you use it for research then how do you validate the authenticity how do you validate the accuracy of the information and so on uh and finally there is a unit on using AI for transformative teaching and research practices so this uh these three themes and these uh the overview that I just gave you of course does not do justice to cover all the content that is there
• 71:30 - 72:00 in the course but as I said this is just a sneak peek and we'll be very happy to connect with you so here I'll just pause for for a few seconds so that you can go through but uh it's just to give you an overview of the 10 units and the key focus of each unit so I'll just give you a few seconds and then uh I would like to actually show you a video to give you a sneak peek of The V uh the course
• 72:00 - 72:30 okay uh I believe that's not enough time to really go through but I'm happy to share this later via email so I would now like to give you a sample of a unit so this unit is about Ai and uh it's used in terms of fake news and uh to detect fake news and so on so here is a short video that shows you how we are invis you know imagining the look and feel of the course uh and I hope you enjoy the
• 72:30 - 73:00 video the world is changing fast all around us machines are learning to think create and even feel artificial intelligence is no longer a science fiction fantasy it's here it's now and it's Transforming Our Lives from the apps on our phones to the cars we drive AI is shaping the way we work play and connect with each other an adult education is no exception from helping personalize learning for every adult
• 73:00 - 73:30 learner to AI tutors providing individual support and feedback AI is empowering adult Educators to have more time to focus on what matters most but AI also brings challenges is it fair and inclusive for everyone how do we teach our adult Learners to be smart about information created by machines AI is changing how we learn and teach what's your role in shaping the future of adult education in this unit will explore the exciting possibilities and critical challenges of AI in adult
• 73:30 - 74:00 education so that is a video to give you a quick look and feel of the course uh and now I want to actually ask you that since I have presented this uh upcoming course how do you see the application of such a course or training in your work or context I would like to hear from you and uh it would be great if you could share some
• 74:00 - 74:30 thoughts I see that there's a lot of interest in capacity building in professional development for faculty development and there's also a potential to make it an onboarding expectation so I'm I'm very glad to see that there is a lot of interest and um you know
• 74:30 - 75:00 excitement about the professional development and for capacity building of facilitators and Educators and therefore I would now like to pass on to the last question and then I'll leave you which is about uh since you have provided so many ideas do you also have ideas to diversify the training or potential collaborations given that this course will be in English in 2025
• 75:00 - 75:30 okay I see there's a lot of demand for localization and contextualization and Partnerships with other training platforms as well as translations I think translation in languages even beyond the UN languages would be interesting and availability in several
• 75:30 - 76:00 formats I do see there's Rising interest in also developing case studies of application and for impact so I I am I I understand that we're running out of time so I would like to leave you here and really thank you for your engagement your participation and your interest uh if you are interested in exploring these ideas further and to also discuss the project more and the content please don't hesitate to email us at UI learning ecosystems at unesco.org you
• 76:00 - 76:30 may also scan this QR code which directly takes you to our platform and uh I can also enroll you into specific modules if you're interested so please do write to us thank you so much and with this I will hand it over back to Rahat thank you so much Anapa for this wonderful presentation of this uh sneak peek to our course which will be launched in the middle of May this year it's as a part of the larger work that we're doing on digital competences of adult Educators and very happy to hear a
• 76:30 - 77:00 lot of positive uh response and feedback on the on such a uh tool and resource uh for our participants and I would like to again highlight that uh as anap presented along with the other speakers of the session the emphasis becomes really developing capacities and capabilities of the users uh such as Educators and adult themselves in the lifelong learning approach but at the same time um not just being bombarded
• 77:00 - 77:30 but being a very critical uses of uh um such tools that are are being developed currently as well and uh they are being integrated into our lives and our lives are being impacted uh by them uh almost every day uh with that I would like to invite all the speakers back to their floor and I have few questions which we generally ated from the Q&A uh uh a lot of you have already responded I mean a
• 77:30 - 78:00 lot of you raised a lot of questions some of our speakers have tried to respond to your questions but I would like to uh bring back our speakers to respond to five questions and you may choose one of the questions to respond to uh uh in the in the next uh five minutes and we will just finalize the session with the uh closing remarks from our director so first question is about measures what measures can be uh measures can be implemented to ensure
• 78:00 - 78:30 the integration of AI in lifelong learning does not widen the economic gap between those who have access and those who have not the second question is about what will be the long-term uh and short-term effects uh on um long-term short-term effects of intensification of uh of the um uh just a minute sorry
• 78:30 - 79:00 uh longterm and the shortterm in effects of intensification of Economic and individual Notions of Education because we see a lot of Rebecca highlighted this a lot in terms of the individualizing personalizing learning uh moving away from the social aspect of learning the third question is about how do you think language professionals particularly uh should navigate this current scenario where AI is perceived as a reliable
• 79:00 - 79:30 substitute for complex language related tasks the fourth question is about the context of educational disparities between African nations and advanced economies particularly uh and how countries such as Nigeria can effectively leverage AI Technologies to bridge the gaps but also enhance access quality and equity and education and the last question is about how can research which is effectively uh contribute to the regulation and integration of AI Tools in academic research uh and
• 79:30 - 80:00 ensuring the validity of outputs and adhering to proper citation standards but also to the research ethics in general I guess so I would like to allow my speakers to choose one of the questions and very briefly to respond to them maybe we can um anyone who would like to go first please uh uh wel I'm happy to go for the two about the
• 80:00 - 80:30 long-term effects of Economic and individual intensification of that please yeah so I I feel that it connects with a kind of wider debate about the purposes of lifelong learning and you know lifelong education um and I think there's a risk this is not to say that economic purposes of learning or individual learning are not very positive and and very valuable parts of our education system but I do think we need to think about the more personal um
• 80:30 - 81:00 focus of learning learning for our own well-being and our everyday sense of self and also more democratic purposes of Education that really connect us to others to our local community to The Wider wider World um and I think in current times particularly where you know um AI is having all of these kind of um shifts in our society disinformation misinformation lack of trust risks the environment so on all the negative things as well as the
• 81:00 - 81:30 positive things that AI can bring I do think um these connections to one another and these other ways of of thinking about education are really important and I do think there are creative ways that we could use AI to support those things but I think realistically um for companies who have to make a profit they're going to focus on um specific forms of workplace learning or individualized learning because that makes most Market sense but I think as wider education Community we can think of other ways of incentivizing
• 81:30 - 82:00 other ways to support the use of AI that can enable these other um aspects to emerge thank you so much Rebecca very important again highlighting the uh some of the points of your presentation thank you um anyone yes please yes I can uh uh provide some in um uh thoughts regarding the how to Liberation a to address educational
• 82:00 - 82:30 disparities uh mostly regarding the the the um the the most the less developed uh Nations uh I think uh one of uh the things is uh to localize the ey development and to incorporate cultural LEL and tools and initiatives and programs uh some some of the uh of my um most concerns regarding uh
• 82:30 - 83:00 infrastructure uh is the the the colon the colonization that are being held now and when uh establishing data centers and uh infrastructures uh in the in the global South but uh are that are used in in the global North uh so I think a sustainability and sustainable infrastructure SP and
• 83:00 - 83:30 digital growth also is very important in this issue regarding AI uh and um the equity focused policies uh that uh to ensure that AI deployment address gaps in under Serv communities and allocate targ resources and prevent uh further marginalization um and to address local challenges I think it's very important to II literacy to develop digital
• 83:30 - 84:00 literacy programs and and build skills digital skills in the curriculum uh not only learners but also in teachers training and uh integrate and develop and contribute in in the development of AI tools effectively including the the teachers and the Learners in this process um and and and provide uh um uh sub subsidies or financial aids to for
• 84:00 - 84:30 accessing a driv and learning resources in these countries I think it's very important and very uh viant for everybody okay thank you so much vinia again for your for emphas reemphasizing some of the points of your presentation uh Martin anything you would like to Y um I didn't catch the actual questions because I was too busy answering all these ones on I did dozens of them but um I did have a thought
• 84:30 - 85:00 slightly reminding off Virginia here that just triggered something I would like to say which is um something everyone here can do is there is a colonialism going on by the people who are developing AIS they are very specifically certain types of data and certain um viewpoints and certain languages as we know but rather than just complaining about the bias we need to correct the bias and all of us can
• 85:00 - 85:30 think about well what what would what is missing what would we like to see in these things and do that work locally like collect it get it online or push it at at llms um I have a project that I suggested at open education Global to for for them to kind of manage a process of collecting these um I I haven't had a lot of interest yet there but I'm still pushing but I think we could all be doing that um it's it it's uh we can't
• 85:30 - 86:00 talk about colonialization and all the loss of our local culture if the local culture isn't written down somewhere and defined and out there so that's something we can all do um just a maybe that trigger something in somebody out there but particularly in the educational space uh you know Wikipedia is great and all but it's just textt mostly and some images um in education we have lesson
• 86:00 - 86:30 plans and all kinds of other things that we could be collecting and putting online and getting it out there okay I thank thank you for uh re reemphasizing uh about the proactive nature of the individuals into uh correcting the cause of their development as well and the gaps Ana any last statement and then we will give it to our director to close the session thank you rahad I think uh great points
• 86:30 - 87:00 I just wanted to go back to this question on language professionals uh and I we we had a lot of debates and discussions with colleagues and friends and I think one important thing is instead of embracing AI or these Technologies as a replacement we look at it as a tool uh by integrating I think this is something Martin also presented where we integrate it into our workflow so that they enhance our efficiency and we can then can focus on more uh complex creative and nuanced aspects of the work for example for translators they can
• 87:00 - 87:30 leverage AI for you know initial brainstorming uh for drafts but it allows them to concentrate more on refining and ensuring cultural accuracy or for writers um they can use it for generating initial brainstorming and ideas but you know they can when they draft it they use it more to uh bring out their unique voice and style so uh essentially that's uh what I was thinking when I saw that question yeah thank you Ana for for your response
• 87:30 - 88:00 particular on language one uh I think uh in general uh today's discussion is not the uh is was more about the platform for all of us to bring together some of the lessons that we are drawing but from the research practice as well as uh um some of the policy ideas that we have and I think I I would like to highlight that this is the beginning of our discussion on uh thinking around Ai and lifelong learning and with that I would
• 88:00 - 88:30 like to thank all the speakers for your generous uh uh time and uh sharing your ideas and I would like to request our director uh Miss Isabel Kemp to uh close the session today thank you thank you very much rakat the team and also all our wonderful speakers and also to the participants for the really good uh questions I would would like to say that it was really an important opportunity to see that AI not only offers
• 88:30 - 89:00 opportunities for individual lifelong learning but really also for Collective lifelong learning you know and for Designing that the future that we would like to see I'm thinking about you know forecasting of the weather of uh climate impacts uh health and and pollution that AI can really help us to better understand collectively and not only as individuals and I think this is a really important important part as well it also shows that there will be an impact on the educational system we will need many
• 89:00 - 89:30 more future skills and new skills and and adult age also from Early Childhood onwards um you know critical thinking was mentioned creativity um social and emotional skills such as empathy and collaboration will become increasingly important and many of these skills are skills we now learn a bit later in life at you know maybe University or or at work but I think we really need them from from
• 89:30 - 90:00 early uh you know childhood onwards and the educational system needs to adapt also accordingly um I also would like to talk about the just briefly that we really need to ensure the ethical and Equitable use of AI because there is a growing Gap already in competencies and knowledge and uh we need knowledge and competencies to reach really navigate in a more and more complex world uh so knowledge and and skills continue to be
• 90:00 - 90:30 power so we really need to make sure that it's distributed in an equitable Manner and also last but not least that the digital access in uh to AI is part of the right to education and the lifelong learning and it's also a public good and that's why it's so important that the users not only know how to use it but that they also able to make decisions about you know how we would like to use it and for what kind of aims so thank you for this and I'm really
• 90:30 - 91:00 very much uh now um hopefully hoping that you're all engaging in this discussion in the future and from wherever you are in in in in your professions and uh yeah hope to see you in our next webinars and and discussions thank you so much thank you Isabel anaa maybe we can uh thank everybody and close the webinar
• 91:00 - 91:30 link thank you Mar Virgina and Rebecca thank you Raha thank you Isabel I think we were I was so lost in the questions in the question and answer box and also thank you so much Isabel and all the speakers for your contributions for your inspiration and I am also walking away with a lot of ideas generated from today's webinar and hopefully we can continue this as a series of webinar as a a series of discussions on this important topic uh once again happy International Day of education and I'm H
• 91:30 - 92:00 I'm happy to be in touch through the links and the QR codes shared but uh with that we'll sign off and wish you a very happy weekend thank you so much thank you s